Community Education is one of the keys to inclusive education, and an enabler of lifelong learning and active citizenship.

2. CONTENT
PART I Etymology of Community
Education
PART II Community Education Theories
and Practices
PART III Current National and International
Debates on Community Education
PART IV “Kariton Klasrum”
PART V Conclusion

3. PART I
A. What is Community Education?
B. "Community" and "Education" - perspective on
this concepts contributed to the theory, practice
and development of community education
C. Common features of community education
Etymology of Community Education

4. What is Community
Education?
COMMUNITY EDUCATION also referred to as community-
based education or community learning development (CLD)
is a process designed to enrich the lives of individuals and
groups by engaging with people living within a geographical
area, or sharing a common interest, to develop voluntarily a
range of learning, action and reflection opportunities,
determined by their personal, social, economic and political
needs. (Smith, 1998, par 2)

5. Community &
Education
Community Education can be seen as a result of the
convergence of various perspective on two concepts namely
"Community" and "Education".
http://www.clker.com/cliparts/1/2/f/a/1307638551198429113city-hi.png

6. COMMUNITY
Perspectives about community that have contributed to the
theory and practice of community education:
✓ Community as a powerful instrument of social change as seen by
Jack Gibb (1978, p. 217 as cited by Boucouvalas, 1979, p. 26)
✓ The notion of ‘educative community’ popularized by Hiemstra
(1972, as cited by Boucouvalas, 1979, p. 36) to refer to a “living
learning laboratory in which a dynamic linkage between the
home, school and community exists and fosters both individual
and collective development”.

7. EDUCATION
Recurring themes with regards to education have shaped the
development of the theory and practice of community education.
According to Boucouvalas (1979, p. 37), these are:
✓ Education is a continuous, ongoing lifelong process.
✓ Education is not synonymous with schooling and should be the
responsibility of all community agencies.
✓ Education should be based on the problems, needs, and
interests of the learners and as such should be life-centered.
✓ Citizens should have an input in decision-making processes.

8. EDUCATION
✓ An interdependent relationship exists between the home,
school, and community.
✓ Education should foster individual and social change.
✓ Education should foster individuality while at the same time
teaching an understanding of others.
✓ Educational activities should be reflective of local needs.
✓ An understanding of the local community helps the individual
understands the global community.
✓ Education should meet the needs of all members of the
community.

9. (Wikipedia, January 2010)
✓ It is learning and social development work with individuals and
groups in their communities.
✓ It uses a range of formal and informal methods, with programs and
activities developed in dialogue with communities and participants.
✓ The purpose of community learning and development is to develop
the capacity of individuals and groups of all ages to participate in
democratic processes and, through their actions, improve the
quality of their life and the capacity of their community.
Common Features of
Community Education

10. PART II
A. Developmental sequence of community education.
B. People who significantly influence the practice of
community education in recent years.
C. Two models of community education that illustrate the
current practice of community education:
✓ Scottish Model
✓ Wisconsin Model
Community Education Theories & Practices

11. Community Education
✓ Education for community within the community. This idea of
community education according to Smith (2010) described
community as both geographical and social term. It is a place
where learning occurs or acquired as well as the binding force of
the community members why they are learning.
✓ From an innovative idea in the community to a movement
replete with a growing conceptual base, the concepts of
community education continue to evolve.
Theories and Practices

12. of Community Education
Developmental Sequence
Decker (1975, 1976 as cited by Boucouvalas, 1979, p. 50)
1. expanded use of school facilities
2. learning and enrichment programs for all ages
3. interagency coordination and collaboration
4. citizen involvement and participation
5. community involvement in the K-12 curriculum
6. community organization and developmenthttp://civil.gmu.edu/imagine/images/600px
-world-no-arrows.png

13. Community Education
Significant Influence in
Paulo Freire. Freire’s critical pedagogy made an impact on community
education and development. His concept of educational practice and
liberation placed emphasis on dialogical approach in informal
education that takes place in community groups.
Jean-Jacques Rousseau. Rousseau’s idea of social contract placed
emphasis on the role of community groups in establishing a collective
‘general will’. He believed that the formation of an individual can be
attained best in the natural learning environment.

14. Community Education
Significant Influence in
John Dewey. Dewey believed that education is life itself. Learning is an
active process that takes place through interaction and real-world
tasks. People engage in experiential learning in order to become
functional members of the society.
Eduard Lindeman. Lindeman viewed adult education as committed
and action-formed education. It enables people to share in a common
life. Learning takes place both in formal and natural learning
environment.

15. Education
Models of Community
Community learning and development (CLD) empowers
community groups to make positive changes to their lives and their
communities through learning (Scottish Government, 2011).
1. Scottish Model
The Scottish practice of community education is guided by the
following principles:
✓ Empowerment
✓ Participation
✓ Inclusion, equality of opportunity
and anti-discrimination
✓ Self-determination
✓ Partnership

16. The purpose and principles are embodied
in the competences and ethics for CLD
practice as set out by the CLD Standards
Council for Scotland. The council has proposed
seven basic competencies for community
education practitioners to ensure that their
work supports social change and social justice
and is based on the values of CLD. These
competencies are shown in Figure 1.
http://cldstandardscouncil.org.uk/wp-
content/uploads/bubles-1.jpg
Education
Models of Community

17. Figure 1. Competencies of
a community educator as
proposed by the Scottish
Standards Council for
Community Learning and
Development
http://cldstandardscouncil.org.uk
/resources/the-competences/

18. 2. Wisconsin Model
The Wisconsin Model viewed community education as a system that
provides equal access to all educational services to all community
member through local schools. Wisconsin’s components of community
education serve as guide for local schools in program development.
The framework includes:
✓ Citizen involvement
✓ Needs assessment and planning
✓ Extended use of public education
facilities
✓ Inter-agency coordination
and cooperation
✓ Leadership and
accountability
Education
Models of Community

19. Wisconsin Model also utilized the community education principles
developed by Larry Horyna and Larry Decker (1991) to enable
community members to become active partners in addressing
community concerns.
These guiding principles include:
✓ Community Involvement
✓ Efficient Use of Resources
✓ Lifelong Learning
✓ Self-Determination
✓ Self-Help
✓ Leadership Development
✓ Institutional Responsiveness
✓ Integrated Delivery of Services
✓ Decentralization
Education
Models of Community

20. PART IIICurrent National and International Debates
on Community Education
The current debates on community education are the following:
✓ access and social inclusion
✓ primary guiding principles in the practice of community
education
✓ ethics of the profession and practice
✓ policy development and formulation to govern the profession
itself and the implementation of community education
(Arinto, P. & Bandalaria, M., 2010)

21. PART IV
A. What is Kariton Klasrum?
B. Strengths, Weakness,
Opportunities and
Threats (SWOT) Analysis
C. Recommendations
“Kariton Klasrum”: an example of community
education, active citizenship and lifelong learning
http://i2.cdn.turner.com/cnn/2010/images/09/16/t1larg.
penaflorida.cnn.jpg

22. What is Kariton Klasrum?
The Philippines “Kariton Klasrum” provides
alternative learning opportunities for street
children and out-of-school youth with the aim of
reducing illiteracy and instilling a love for learning,
with the long-term goal encouraging them to later
return to formal schooling. It seeks to act as a
bridge to formal education for children who have
dropped out, who have never been to school, or
who have lost interest in attending formal school.
(UNESCO, 2015).https://media.gettyimages.com/photos/t
he-dynamic-teen-company-volunteers-
while-teaching-the-students-under-
picture-id512140488?s=594x594

23. Below are helpful videos/link to better understand the concept of
this program:
✓ Kariton Klasrum teaches Cavite kids value of
education
https://www.youtube.com/watch?v=paYZlFGN1Vw
✓ Heroes Tribute: Efren Penaflorida
https://www.youtube.com/watch?v=h3YpbFjX9ps
What is Kariton Klasrum?

24. SWOT Analysis of
Kariton Klasrum
Subject: Kariton Klasrum of
Dynamic Teen Company
Concept: Bringing Kariton Klasrum
to the heart of the
community
Segments: Play Center, Literacy
Center, Clinic and
Computer Laboratory
http://media.philstar.com/images/the-philippine-
star/headlines/20150128/Kariton-Klasrums-5.jpg
***Part of the analysis are a product of an interview with Mrs.
Beverly M. Carmona, Teacher III - Nangka Elementary School,
Marikina City. (March 3, 2018).

25. Strengths
✓ Adopted by the Department of Education (DepEd).
✓ Open for adoption by private-public companies/industries
through DepEd’s Adopt-A-School Program (ASP).
✓ May avail funding through School Education Fund (SEF)
✓ It is a Four-Phase Program
✓ It is an advantage to class A municipality in terms of support.
✓ May seek support from the Local Government Unit (LGU).
✓ Availability of population demographics through the LGU.

26. Weaknesses
✓ Informal structure for multigrade class.
✓ No documentation (memo, accomplishment report) available
aside from what UNESCO have provided.
✓ No definite fund support on its endeavors.
✓ Not all public schools cater Alternative Learning System (ALS).
✓ Teachers’ orientation on ALS method.

27. Opportunities
✓ Outreach and funding
✓ May be adopted as a community outreach program of public
schools.
✓ Parents can be tapped as volunteers (UNESCO, 2015, p.19)
✓ Tap parents and junk shop owners to collaborate to produce
more karitons.
✓ Teachers could make kariton klasrum learners their feeding
program recipients.
✓ May utilize social media to solicit book donations.
✓ The pre-service teachers may be tapped to support the core
segments of the program.

28. ✓ Adult education could be centered on helping teachers improve
assessment method (UNESCO, 2015, p. 40).
✓ Volunteer sustainability is to involve teachers in action research
that would be beneficial to kariton klasrum learners (UNESCO,
2015, p.40) and convert it to CPD points.
✓ Encourage Senior High School (SHS) Beauty Care students to
make kariton learners their beneficiaries.
✓ Adopt Continuous Improvement (CI) program advocacy of other
public schools to benefit the learners and attract school supplies
support.
Opportunities

29. Threats
✓ Teachers were unaware of the project’s potential in increasing
access.
✓ Volunteers are at risk specially when in operation in slum areas.
✓ Needs extensive training for teacher-volunteers because of client
(student) age variation (UNESCO, 2015, p.21)
✓ Lack of parents’ support.
✓ Consistency in the attendance of volunteers (UNESCO, 2015,
p.34)
✓ Commitment of the school and local government unit

30. Recommendations
***A proposal for Continuous Improvement of Kariton Klasrum***
Involving community education, lifelong learning and active citizenship
✓ The community should exhibit a strong sense of ownership to improve
their child’s education. So there is a need to tap the help of the
Guidance Counselor and the School’s Child Protection Committee to
spearhead the training for community volunteers.
✓ Intensify public information through brochures, social media accounts,
emails and house to house visits. Tap the Parent-Teachers Association
for this purpose.
1. Community Education

31. ✓ Teachers may be trained/engaged to intensive training/workshop on
how to handle multigrade to sustain volunteers.
✓ Train/help/educate teachers on how to conduct action research,
research and continuous improvement on Kariton Klasrum informal
lesson delivery, crafting of assessment method and further
intervention.
2. Lifelong Learning
Recommendations

32. ✓ Tap the help of LGU to convene key individuals from the barangay as a
support team.
✓ Seek the help of the SHS TechVoc strand to make the learners their
beneficiaries for haircut, nail care, cook food (feeding), tailored clothes.
✓ Seek the help of state universities to conduct book event/reading
activities benefiting the kariton learners.
✓ As for those who cannot physically support the endeavor, they could
provide funds for the program continuation.
✓ NGO’s may also be tapped, these are the church, women’s group, men’s
group, youth and other similar groups
3. Active Citizenship
Recommendations

33. PART VConclusion
Several perspectives on the concept of “Community” and
“Education” has now led to the notion of “Community Education” that is
defined today. Community-based education or community learning
development (CLD) as it’s also referred to has common features which
includes learning and social development work with individuals/groups,
formal and informal methods, programs developed in dialogue with
communities and participants and the purpose of which is to develop the
capacity of individuals/groups of all ages to participate in democratic
process.

34. From the expanded use of school facilities, community education
has developed widely to enrichment programs, citizens involvement, k-12
curriculum and community organization. The current practice of
community education is illustrated by two models namely: the Scottish and
Wisconsin model, which is anchored on frameworks and principles. Aside
from this, the Scottish Standards Council for CLD has proposed seven
competencies of community educators to ensure that their work support
social justice/change. Although Community Education has its best
intentions, several challenges are still being debated in national and
international context.
Conclusion

35. The “Kariton Klasrum” program here in the Philippines is a great
example of community education where the Dynamic Teen Company
partner with different schools and community to offer and provide
learning opportunities to street children and OSY. This also promotes
active citizenship because teachers and other community volunteers are
being trained, and being involved in planning and decision-making. Lastly,
lifelong learning is evident as teachers/volunteers continue to learn
through reflection(blogs), online collaboration and virtual community,
while students are being provided a way/means so they could enter
formal schooling and continue their studies.
Conclusion

36. The SWOT analysis is done to carefully examine and understand
these areas and at the same time create an objective recommendations
to some issues that might be considered useful/helpful not only for this
program but for other future community education projects as well.
Conclusion

37. Useful Video Links
✓ What is active citizens?
https://www.youtube.com/watch?v=kiZNO_Lca8k
✓ Kariton Klasrum teaches Cavite kids value of education
https://www.youtube.com/watch?v=paYZlFGN1Vw
✓ Heroes Tribute: Efren Penaflorida.
https://www.youtube.com/watch?v=h3YpbFjX9ps

38. References
Arinto, P. and Bandalaria, M. (2010). Lifelong Learning. EDDE 211 Course Manual. University of the
Philippines Open University.
Boucouvalas, Marcie. (1979). Interface: Lifelong Learning and Community Education; Toward a Research
Agenda. Research in Community Education Research Report 79-104. Retrieved from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0
000019b/80/33/03/20.pdf
Doyle, M. & Smith, M. (2007). Jean-Jacques Rousseau on nature, wholeness and education. Retrieved
from http://www.infed.org/thinkers/et-rous.htm
McConnell, C. (2002). Community Learning and Development. The Making of an Empowering Profession.
Third Edition. Scotland. Community Learning Scotland. Retrieved from
http://cldstandardscouncil.org.uk/wp-
content/uploads/The_Making_of_An_Empowering_Profession_-_3rd_Edition_-_pdf.pdf

39. Smith, M. (1998). Community Education. Retrieved from http://www.infed.org/community/b-comed.htm
Smith, M. (1997, 2004). Eduard Lindeman and the Meaning of Adult Education. Retrieved from
http://www.infed.org/thinkers/et-lind.htm
Smith, M. (2001). John Dewey on education, experience and community. Retrieved from
http://infed.org/mobi/john-dewey-on-education-experience-and-community/
Smith, M. (1997, 2002). Paulo Freire: dialogue, praxis and education. Retrieved from
http://infed.org/mobi/paulo-freire-dialogue-praxis-and-education/
The Scottish Government. (2012). Strategic Guidance for Community Planning Partnerships: Community
Learning and Development. Edinburgh. Scottish Government. Retrieved from
http://www.gov.scot/Resource/0039/00394611.pdf
References

40. UNESCO (2015). EFA PROMISING PRACTICE: The Philippines Kariton Klasrum. A Case Study. France.
United Nations Educational, Scientific and Cultural Organization and UNESCO Bangkok Office.
Retrieved from http://unesdoc.unesco.org/images/0023/002330/233005E.pdf
Wisconsin Department of Public Instruction and Wisconsin Community Education Association. (n.d.).
Community Education Defined/Philosophy. Retrieved from https://dpi.wi.gov/community-
education/philosophy
Wisconsin Department of Public Instruction and Wisconsin Community Education Association. (n.d.).
Wisconsin's Components of Community Education. Retrieved from
https://dpi.wi.gov/community-education/components
References